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Adolescents and their fiction: A content analysis of the most circulated titles in grades six through eight in eleven selected Texas schools.

機(jī)譯：青少年及其小說：對(duì)德克薩斯州11所選定學(xué)校中6至8年級(jí)最受歡迎的書名的內(nèi)容進(jìn)行了分析。

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When studying teacher/student book clubs in New York City middle schools, Marshall George (2008) recently discovered teachers and students responded differently to Newbery Award winning novels. Teachers evaluated characterization, writing style, and theme, a literary analysis of the work, while students focused on the authenticity of character behaviors, an analysis of their personal connection to the protagonist who mirrored their maturational development.;The purpose of this study was to describe the intersection of Havighurst's Adolescent Task development and the characteristics of the most circulated twenty five fiction titles in eleven selected Texas middle school libraries in grades six through eight. Twenty five novels with the highest percentage of overall circulation were identified for this content analysis. First, this study described the bibliographic characteristics of the twenty five most circulated novels. Secondly, this study examined which of Havighurst's Adolescent Developmental Tasks occurred most frequently within the narrative structures of these novels. Finally, the researcher analyzed the protagonist's actions, dialogue, internal thoughts, and reputation within the plot to determine in what way the protagonist's development was related to Adolescent Tasks within the narrative structure.;The analysis revealed three distinct types of middle school novels with characteristics appealing to specific reading audiences. Linearly developed protagonists in series books narrowly focused on two distinct Adolescent Tasks, achieving independence from parents and understanding changing family roles. Sets of sequels provided enough predictability to support comprehension but developed complex characters that matured while interacting with all of the Adolescent Tasks. The character development in sequels proceeded from a conflict Task that was further developed in the rising action. Stand alone novels presented the most complex character development connected to all Adolescent Tasks because these characters developed abstractly from conflict to resolution. Each type of middle school novel required different maturational expectations from the middle school readers who bring their own experiences to the text.;The results from this study will empower adults with new knowledge of what characteristics adolescents are looking for in their literature and make the connection between adolescent development and what qualities they seek in the literature they select from their school libraries. Most importantly, the conclusions from this study will help educators, librarians, and parents bridge the gap between what adults perceive as excellence in adolescent literature, and what adolescents select for their own reading.
機(jī)譯：當(dāng)在紐約市中學(xué)學(xué)習(xí)教師/學(xué)生讀書俱樂部時(shí)，馬歇爾·喬治（Marshall George，2008年）最近發(fā)現(xiàn)，教師和學(xué)生對(duì)獲得紐伯里獎(jiǎng)的小說的反應(yīng)不同。老師評(píng)估了人物形象，寫作風(fēng)格和主題，對(duì)作品進(jìn)行了文學(xué)分析，而學(xué)生則專注于人物行為的真實(shí)性，分析了他們與主角的個(gè)人聯(lián)系，后者反映了他們的成熟發(fā)展。描述了Havighurst的“青少年任務(wù)”發(fā)展的交叉點(diǎn)，以及11個(gè)精選的德州初中6至8年級(jí)圖書館中最流行的25個(gè)小說標(biāo)題的特征。內(nèi)容分析確定了25部小說中整體發(fā)行量最高的小說。首先，這項(xiàng)研究描述了二十五個(gè)最受歡迎的小說的書目特征。其次，本研究考察了哈維格斯特的青春期發(fā)展任務(wù)中，哪些發(fā)生在這些小說的敘事結(jié)構(gòu)中。最后，研究人員分析了情節(jié)中主人公的行為，對(duì)話，內(nèi)部思想和聲譽(yù)，以確定主人公的發(fā)展與敘事結(jié)構(gòu)中的青春期任務(wù)有什么關(guān)系;分析揭示了三種具有特色的中學(xué)小說類型吸引特定的閱讀受眾。系列書籍中線性發(fā)展的主角狹ly地專注于兩個(gè)不同的“青春期任務(wù)”，實(shí)現(xiàn)了與父母的獨(dú)立并了解變化中的家庭角色。系列續(xù)集提供了足夠的可預(yù)測(cè)性來支持理解，但發(fā)展出復(fù)雜的角色，這些角色在與所有“青少年任務(wù)”互動(dòng)時(shí)會(huì)逐漸成熟。續(xù)集中的角色發(fā)展源于沖突任務(wù)，該任務(wù)在行動(dòng)中得到了進(jìn)一步發(fā)展。獨(dú)立小說呈現(xiàn)了與所有青少年任務(wù)相關(guān)的最復(fù)雜的角色發(fā)展，因?yàn)檫@些角色從沖突到解決都抽象地發(fā)展了。每種類型的中學(xué)小說都需要來自中學(xué)讀者的不同成熟期望，這些中學(xué)讀者將自己的經(jīng)歷帶入文本中。這項(xiàng)研究的結(jié)果將使成年人了解青少年在文學(xué)中尋找的特征并建立聯(lián)系。在青春期發(fā)展和他們從學(xué)校圖書館中選擇的文學(xué)作品中尋求什么素質(zhì)之間進(jìn)行選擇。最重要的是，這項(xiàng)研究得出的結(jié)論將幫助教育者，圖書館員和父母彌合成年人認(rèn)為青少年在文學(xué)方面的卓越成就與青少年選擇自己的閱讀方式之間的鴻溝。

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